In this paper, the authors argue that chemical knowledge in the classroom will be enriched by the application of characterizations of models drawn from a range of disciplinary backgrounds. This discussion highlights two important issues relating to chemical knowledge in the classroom: (1) the status of chemical knowledge in the classroom, particularly in the context of models; and (2) chemistry learners' engagement in the modelling of the structure and function of matter, which is a central feature of chemistry. This discussion draws on evidence from several bodies of literature. First, the authors review the literature on the applications of history and philosophy of science in science education. This review illustrates the broader context for the study of chemical knowledge for educational purposes and highlights the weaknesses in the literature in respect of philosophical considerations of chemical knowledge in general. Second, they examine the role of models and modelling in philosophy of science, cognitive psychology, chemistry and chemistry education, and the interdisciplinary characterisations that provide a context for the reconceptualization of the nature of chemical knowledge in the classroom. The interdisciplinary approach includes perspectives on philosophical accounts of models that begin to address a significant aspect of the nature of chemical knowledge. The discussion concludes with some implications for theory of learning, curriculum design, and teacher education. (Contains 4 figures.)